Title

Authors

Document Type

Poster

Publication Date

2019

Department

Modern Languages

Faculty Advisor

Kevin Telford, PhD

Abstract

A growing trend in Special Education is misidentifying and over-representingHispanic English Language Learners (ELL). In Fall 2015, the National Centerfor Education Statistics reported for the population of school-age children inK-12, 4.8 million students identified as ELLs, of which 3.7 million studentsused Spanish as a language at home. My study will show the impact factors canhave on Hispanic ELLs when these students are placed in the most restrictivesettings, such as Special Education. I will also show the benefits thesestudents can have when placed in the least restrictive settings. Many ELLs areoften labeled and placed in the wrong educational programs due to poor languageproficiency or delays from dual-language learning. Sometimes these students dohave learning or behavioral disabilities and belong in more contained classroomsor special education. However, when these students are assessed properly asfirst, second, or third graders (the earlier, the better), with the properacademic supports, such as certified bilingual teachers, certified English as aSecond Language (ESL), tutors, and bi-lingual para-professional aides, thesestudents have the highest probability of achieving long-term academic success,graduation from high school, etc.